Development Of Literacy Skills Research Articles

Fostering 4.0 Digital Literacy Skills Through Attributes of Openness: A Review

During the last decade, a growing interest in open educational resources (OER) has developed among educational researchers worldwide. This trend involves the examination of possible effects over diverse learning domains such as the development of literacy and digital skills in the context of the fourth industrial revolution. To address this matter, a systematic literature review was conducted using PRISMA processes on 62 research articles published in high-impact peer-reviewed journals indexed in two major academic databases (Scielo and Scopus). Data collected during this literature review showed certain conditions that must be met to ensure a successful learning setup when OER are involved. Moreover, qualitative analysis revealed that certain attributes of openness are often more influential than others in the development of adequate literacy skills for the artificial intelligence era; also, there is an overall positive perception, from students and teachers alike, about the introduction of the attributes of openness and open materials into learning practices.

5.B. Round table: Improving digital health literacy in the era of generative artificial intelligence

Abstract Improved access to generative Artificial Intelligence (AI) platforms and technologies has prompted greater awareness of their potential application in health communication. This workshop will examine this potential alongside the practical challenges and risks of using generative AI in health communication in the broader context of the European Union AI Act. The workshop will explore the implications for the concept of digital health literacy in ways that reduce or mitigate existing digital health inequities across and within Europe. Chatbots and conversational AI platforms such as ChatGPT have opened opportunities for people to find, understand and use health information in significantly different ways. Public health professionals are already using these technologies to simplify health and medical information and to make it available in different languages. AI assisted technologies are also being used to create interactive and engaging learning experiences that provide the public with real-time feedback and insights about their health as well as prompting and reinforcing actions they can take to improve health. These developments have fundamental implications for our understanding of digital health literacy and the methods we use to support people in optimising the potential benefits of AI. Different communities in Europe vary considerably in their - access to digital technology, - skills to discriminate the accuracy and reliability of information, and - trust and responsiveness to what digital technologies have to offer. Building these fundamental digital health literacy skills is a critical priority if we are to ensure that all people benefit equitably from the potential offered by AI. Those of us engaged in improving health literacy have an important role to play in influencing the future direction of AI in health communication, including and especially by engaging in research and development activities that build evidence of effectiveness and support the development of digital health literacy skills in parallel with the expansion of access to AI-assisted digital technologies. The workshop chairs will provide introductory and summary remarks, moderate the panel discussion, and facilitate audience participation in the workshop. The individual panel members will make 3-minute introductions to key issues from different perspectives on the emerging practical applications of generative AI in health communication as well as the implications for strategies to improve digital health literacy in different population groups. The panel is made up of individuals in different roles and at different career stages who can offer complementary perspectives on these issues. Following the presentations, the co-chair will present some follow-up questions to the Panel before engaging directly with the workshop attendees for an open but structured discussion scheduled to last for 30 minutes of the Workshop. Key messages • We will examine how generative artificial intelligence has opened new both new opportunities and risks in the ways people find, understand and use health information. • We will consider how we can optimise the benefits of generative AI in a way that is equitable through the development of digital health literacy within and between communities in Europe. Speakers/panelists Catherine Jenkins London South Bank University, London, UK Diane Levin-Zamir Tel Aviv University, Tel Aviv, Israel Christopher Le Inland Norway University of Applied Sciences, Innlandet, Norway Miguel Telo de Arriaga Direção-Geral da Saúde, Lisbon, Portugal

Changing Teacher Practices and Perceptions and Improving Student Communication Outcomes Through Shared Reading

Shared reading is a powerful literacy intervention for the development of early communication and literacy skills. For students with extensive support needs who are beginning communicators, shared reading has the potential to support the development of initiation and expressive symbolic communication skills. This descriptive, multicase, mixed methods study investigated changes in teacher shared reading practices and perspectives, as well as the communication skills of students with extensive support needs associated with completing professional development focused on a responsive and interactive approach to shared reading. The sample included four classroom teachers and 13 students with extensive support needs in one rural, public elementary school. Teachers increased their use of targeted interactive shared reading practices from 50% to 90%. Students increased the number of expressive communication skills they exhibited ( p = .031, r = .60), as well as the highest level of their symbolic communication ( z = 2.16, p = .031, r = .60). Thematic analysis of teacher interviews identified shifts in their perceptions of their role, expectations, and ability to support student communication development during shared reading, which converged with the changes noted from fall to spring during observations of teacher practice and students’ communication skills during shared reading.

Pendampingan Fasilitasi Pojok Baca sebagai Sarana Edukasi dan Peningkatan Literasi pada Pelajar di Desa Tewang Kadamba Kalimantan Tengah

The lack of facilities and supporting resources for teaching and learning activities in educational institutions and places of worship in Tewang Kadamba Village is a major factor hindering the development of students' literacy skills. In fact, literacy skills are one of the most fundamental aspects that every student must possess to support their continuity as individuals who are expected to live intelligently and with character. One of the breakthroughs offered by the researchers to solve the question as intended is by organizing a reading corner facilitation and facilitation to support the literacy skills of students in the Tewang Kadamba village. Therefore, this research is aimed at evaluating the effectiveness of the reading corn facilitation as a means of education and literacy improvement for students in Tewang kadamba village, central Kalimantan. The qualitative descriptive method was chosen to gain a deep understanding of the social, cultural, and historical context of a phenomenon. The research results show that reading corners can be an effective strategy to increase students' reading interest. Through three stages, namely planning, implementation, and evaluation, the provision of reading corner facilities has proven to enhance the love of reading and change students' positive attitudes towards literacy culture, both at school and in places of worship.

Pemanfaatan Game Edukasi untuk Meningkatkan Kemampuan Literasi Peserta Didik SD N 2 Ponjen

Reading literacy skills are really needed by students along with the rapid development of information and technology. Improving elementary school students' literacy is very important because literacy is a basic skill needed to succeed in education and everyday life. The literacy problem of elementary school students in Purbalingga is caused by various factors, including students who are less motivated to read and write, so they face difficulties in improving their literacy skills, in addition to being caused by a lack of interest in the available reading materials. Educational games (Educational Games) can be an effective tool for improving elementary school students' literacy skills. Educational games can provide various benefits in developing literacy skills. The solution that will be implemented to solve partner problems is carrying out learning activities by utilizing educational games (Educational Games) to improve the literacy skills of students at SD Negeri 2 Ponjen. As a result of this activity, participants had high enthusiasm, apart from that it had increased literacy through educational games. This activity succeeded in increasing participants' interest in reading and writing skills

Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

MyPlate Food Model and Family Grocery Shopping with Second and Third Graders are Significant Interventions for the Development of Interactive Health Literacy Skills

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children’s ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States.

Reskilling and Upskilling Strategies for Manufacturing Workers in the Industry 4.0 Landscape: Case study on PT. XYZ

The advent of Industry 4.0 has revolutionized the manufacturing sector, necessitating a paradigm shift in workforce skills to adapt to the rapid technological advancements. This paper explores the strategies for reskilling and upskilling manufacturing workers at PT. XYZ to align with the demands of Industry 4.0. The research utilizes a mixed-method approach, combining quantitative data from employee performance metrics and qualitative insights from interviews with management and workers. Key findings indicate that a comprehensive strategy integrating technical training, digital literacy, and soft skills development is essential for enhancing employee adaptability and performance. The case study highlights the pivotal role of organizational culture and leadership in driving successful reskilling and upskilling initiatives. Furthermore, the research underscores the importance of continuous learning and proactive workforce planning to mitigate skill gaps and ensure sustainable growth. The implications of this study provide valuable insights for manufacturing firms aiming to thrive in the Industry 4.0 landscape through strategic human capital development

A digital narrative study concerning global crisis period: The pandemic's impact on the domestic responsibilities of women health workers in Türkiye

The COVID-19 pandemic has exerted a profound influence on female healthcare workers, resulting in a notable escalation in the time allocated to domestic duties and unpaid household labor. This study delves into the professional and personal experiences of these women through the medium of digital narratives. Employing interpretive analysis within a phenomenological framework, the research scrutinized six female healthcare workers, all of whom were mothers of children under the age of 18. The investigation revealed that the pandemic has exacerbated existing gender disparities, manifesting in an increased burden of unpaid domestic responsibilities coupled with a concomitant reduction in personal time. Moreover, the utilization of digital narratives emerged as a multifaceted tool, not only facilitating socialization among healthcare workers but also nurturing their well-being and fostering the development of digital literacy skills.

The Teaching of Literature as a Tool for the Development of Literacy Skills in Wukari

This quasi-experimental study investigated the effectiveness of using literature to teach literacy skills to pupils at the Central Primary School, Wukari, Taraba State, Nigeria. A sample of 330 pupils in primary three and four participated in a 6-week long, literature-based literacy intervention. Pre- and post-intervention tests were used to measure phonological awareness, alphabet knowledge, fluency, vocabulary and comprehension. Regression analysis was used to compare pre-post gains in both classes. Results showed significant improvements in the post-intervention scores. The findings support the use of literature as an effective tool to teach literacy in primary schools in Nigeria. It also has implications for educators, curriculum designers, policy makers and future researchers.

Design of Calligraphy Teaching Materials from the Perspective of Chinese Preschool Education-Anshan City Case Study

Background and Aim: The art of Chinese calligraphy is an important part of Chinese culture because of its artistic and aesthetic value. It originates from Chinese characters, which evolved from traditional symbols. Chinese characters have gone through three stages of development: image, borrowing, and echoing. Chinese characters have evolved from pictures and symbols to standardized forms such as ancient seal script, small seal script, official script, regular script, running script, and cursive script. Calligraphy is a special art originating from China. Children begin learning calligraphy at an early age, with some children as young as four or five practicing scribbling and writing. Before formal literacy education, children develop curiosity about words and engage in spontaneous writing. Learning calligraphy is ideal for preschoolers because it helps develop their creativity and improves their hand-eye coordination. Studies on the emergence of reading and writing in China have been conducted since the 1990s. These studies are based on the Western pinyin writing system and aim to examine the development of literacy skills in children. The goal is to explore the manifestation of reading and writing skills in children and their ability to develop these skills. This study aims to develop and design calligraphy teaching materials for preschool children in Anshan City, China, by incorporating cultural elements unique to the region. Materials and Methods: The study lasted 12 weeks, during which time 50 preschoolers were observed and their activities recorded using a combination of quantitative and qualitative research methods, including content and text analysis and user experience research methods. Valid data were generated for analysis. Results: The research suggests that introducing Spring Festival couplets in writing education can help preschool children understand regional culture and encourage them to learn. This can make a significant contribution to calligraphy education for preschool children, which has not been explored before. To improve the calligraphic ability and interest of preschool children, an innovative approach based on educational technology can be used to develop and design calligraphy teaching materials. The effectiveness and feasibility of these materials can be validated through their use in the learning of calligraphy for preschool children in Anshan City, providing new teaching tools for calligraphy education in the city. This can serve as a reference for calligraphy education for preschool children and promote innovation in the field. Conclusion: The study explored the current state of calligraphy art education for preschoolers in Anshan City. Results revealed that there are some issues such as lack of engaging content and teaching methods. Questionnaires and interviews showed that preschoolers are interested in calligraphy, but there is a need for better resources and teaching methods. An experiment was conducted in two kindergartens to compare a new calligraphy education model with traditional methods. Preliminary results suggest that the new model improved children's calligraphy knowledge, skills, interest, and creativity. However, further research is needed for more accurate findings. The conclusion suggests that calligraphy teaching materials for preschool children should take into account their cognitive development and educational needs.

ИННОВАЦИОННЫЕ ПОДХОДЫ К ИСПОЛЬЗОВАНИЮ МУЛЬТИМЕДИЙНЫХ ТЕХНОЛОГИЙ В ОБУЧЕНИИ ИНФОРМАТИКЕ

This article discusses the issue of innovative approaches to the use of multimedia technologies in computer science education. In the context of modern education, where digitalization is playing an increasingly important role, exploring the possibilities of various methods and strategies is becoming an urgent task. The approaches discussed in the article, in turn, can improve the effectiveness of teaching computer science using multimedia resources. The article discusses topics such as a game-based approach to learning, virtual and augmented reality, interactive learning materials, machine learning and artificial intelligence, as well as project-based learning and collaboration. Providing an overview of current trends and best practices, the article aims to introduce innovative methods into the educational process, contributing to a deeper understanding of computer science and the development of digital literacy skills among students.

Does ChatGPT Argue Like Students? Bundles in Argumentative Essays

Abstract The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to bridge this gap by comparing the use of 3-word bundles in A-level argumentative essays written by British students with those generated by ChatGPT. Our findings show that ChatGPT essays contain a lower frequency of bundles but these have a higher type/token ratio, suggesting that its bundles are more rigid and formulaic. We also found noun and preposition-based bundles are more prevalent in ChatGPT texts, employed for abstract descriptions and to provide transitional and structuring cues. Student essays are characterized by more epistemic stances and authorial presence, crucial in persuasive argumentation. We attribute these distinct patterns in ChatGPT’s output to its processing of vast training data and underlying statistical algorithms. The study points to pedagogical implications for incorporating ChatGPT in writing instruction.

The emotional ambiguities of healthcare professionals’ platform experiences

This paper investigates how healthcare professionals experience digital platforms in their work practices and how these relationships enable forms of emotional labour and contribute to shaping their emotional health.Methodologically, the contribution draws on audio-diaries kept by 15 healthcare professionals and a final semi-structured interview conducted with the same informants. The research material was analysed using open and axial coding techniques, in a grounded theory fashion.Findings provides meaningful insights to the literature on the emotional labour of healthcare professionals, as well as to studies on digital health and labour. Specifically, we show that participants associate different and even contrasting reflections and emotional states with their relationships with digital platforms. Thus, there is not exclusively one trajectory that can explain the implications of media uses, as different and potentially conflicting emotions coexist within the same experience. Given this scenario, we argue that it can be fruitful to use the lens of ‘ambiguity’ to scrutinise the ambivalences and tensions characterising platform experiences, and how emotional labour in healthcare intertwines with technological developments. Moreover, we advocate for the development of critical digital literacy skills among healthcare professionals.

Strategi Guru PAI untuk Meningkatkan Kemampuan Membaca dan Menulis Al-Qur’an di Kelas VII SMP Wachid Hasjim 9 Sedati Sidoarjo

This research aims to identify and analyze the strategies implemented by Islamic Education (PAI) teachers to enhance the Quranic reading and writing skills of seventh-grade students at SMP Wachid Hasjim 9 Sedati Sidoarjo. The case study method is combined with a qualitative approach in this study. Through in-depth interviews, direct observation, and relevant documentation, data were gathered. The aftereffects of the review show that the technique cycle in further developing perusing and composing the Qur'an includes the job of PAI Teachers. The strategies include routine activities for 30 minutes before lessons begin, which encompass reading the Quran using the Qur’an Kemenag smartphone application and writing using the Imlak method, as well as efforts to motivate students. The challenges encountered include a limited number of PAI teachers, insufficient WIFI facilities, and diversity in students' abilities, intelligence, interests, backgrounds, and discipline. To overcome these challenges, consistent and ongoing efforts from the school are necessary, including the implementation of policies to discipline students who do not comply with or perform Quranic reading and writing activities properly. The findings of this study align with and support relevant theories and previous research on the development of Quranic literacy skills in schools

IMPLEMENTATION OF LITERACY CULTURE IN VOCATIONAL SCHOOLS TO INCREASE STUDENTS' LEARNING MOTIVATION

This research aims to describe how literacy culture is implemented in vocational schools to increase student learning motivation. The research method uses participatory observation, where researchers directly observe daily activities in vocational schools related to the implementation of literacy culture. Respondents consisted of three teachers and 90 students from Computer Network and Telecommunications Engineering (TJKT) at SMKN 1 Gunungguruh Sukabumi. The research results show that by using a classical and independent approach, the school creates a learning environment that supports the development of students' literacy skills. The classical approach involves teachers in direct teaching and intensive guidance on reading, writing and text analysis techniques, while the independent approach provides opportunities for students for independent exploration in reading and writing. This combination not only improves students' literacy skills but also stimulates their creativity and increases motivation towards the learning process.

The Influence of Teacher Training, Curriculum Development, and Technological Integration on Student Academic Achievement

This study explores the influence of teacher training, curriculum development, and technological integration on student academic achievement. Through an extensive review of existing literature and case studies, the research aims to understand how these three factors interact to enhance educational outcomes in various academic settings. Technological integration in education is shown to have a significant impact on student academic achievement. The study reveals that the effective use of technology in the classroom can enhance learning by providing interactive and personalized educational experiences. Technology enables access to a wealth of resources and supports diverse learning styles, thereby improving engagement and comprehension. The integration of technology also encourages the development of digital literacy skills, which are essential in the modern world. In conclusion, the synergistic effects of teacher training, curriculum development, and technological integration are pivotal in promoting student academic achievement. The study suggests that educational policies and practices should focus on enhancing these elements to foster an enriching and effective learning environment. Future research should investigate the specific impacts of these factors in different educational contexts to inform targeted interventions and improvements in academic achievement.

LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.

Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability. The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale. LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers. LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.

Literacy and signing deaf students: a multi-national scoping review.

Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners.

Indigenously Promoting Acquisition of Basic Reading Skills in Preprimary Grades in Zambezi Region, Namibia

Objective. Through the lens of Lev Vygotsky’s sociocultural theory of how children develop literacy skills, this paper explores how indigenous knowledge (IK) promotes the acquisition of basic reading skills in preprimary grades in Zambezi Region, Namibia. We consider this to be critical as children’s background knowledge plays a pivotal role in the acquisition of new skills, and children’s basic reading skill is not an exception. Therefore, learning contents and children’s potential learning abilities are based on and are informed by their (children’s) environmental knowledge herein understood as societal and environmental motivating learning factors. Materials and Methods. The data were generated by interviewing three preprimary teachers face-to-face, observing their lessons to see how they incorporated elements of IK in their reading lessons, as well as analyzing the preprimary syllabus for segments of IK as an illustration of its (IK) significance in promoting acquisition of reading among learners in preprimary grades in Zambezi region of Namibia. Results. The key question was: How does indigenous knowledge promote the acquisition of reading in preprimary grades in Zambezi region in Namibia? This key question was explored and answered through the following subquestions: How does IK help to promote the basic reading skills of preprimary learners in Zambezi Region of Namibia? What is the importance of IK inclusion in the preprimary literacy curriculum? Conclusions. The study found that teachers understood the concept of IK and how it promotes the acquisition of preprimary learners’ reading skills though this could not be figured out in their lessons, resulting in a huge inconsistency between interview data, lesson observation data and data from preprimary syllabus analysis.